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A Survey of Performance Appraisal Practices in Public Secondary Schools in Ugunja District, Kenya
A Survey of Performance Appraisal Practices in Public Secondary Schools in Ugunja District, Kenya
A Survey of Performance Appraisal Practices in Public Secondary Schools in Ugunja District, Kenya
2013
DECLARATION
This research project is my original work and has not been submitted for a degree in any
university
…………………………………… ………………………………
Sign Date
This research project has been submitted for examination with my approval as university
supervisor
………………………………… ………………………………
Sign Date
ii
DEDICATION
This work is dedicated to Almighty God, my late dad, Sir Patrick Owiye Aloo loving
mum, Mrs. Jedidah Akumu Owiye, my husband Dennis Oduor, and my loving son
Byrone Lesley who have been very proud of me to see me continue with higher
education. My siblings Emily, Nancy, James, Fredrick, Duncan, Chrispine, Evans,
Everlyn, Lilian, my in-laws and particularly my wonderful nieces and nephews who I
hope I have inspired to also continue with higher education not forgetting my colleagues
at work and my MBA study group members Edith, Maganda, Rachel and Diana.
iii
ACKNOWLEDGMENT
First I give all glory to God Almighty who enabled me to purse this study to fruition.
To all the respondents who took part out their busy schedules to respond to the
questionnaire in a timely manner and enable the completion of my project, thank you
very much.
iv
TABLE OF CONTENTS
DECLARATION............................................................................................................... ii
DEDICATION.................................................................................................................. iii
ACKNOWLEDGMENT ................................................................................................. iv
LIST OF TABLES…………………………………………………………………….....v
ABSTRACT ...................................................................................................................... xi
v
2.1 Introduction ............................................................................................................. 11
2.6 Process of the Performance Appraisal Systems and Its Influence on the System... 20
vi
4.2.1 Gender Composition of the respondents .......................................................... 27
4.3.3 The weakness measures as results of question b above and reasons ................ 35
4.3.5 Effects of the benefits towards innovation, Commitment and performance .... 36
4.3.8 Teacher performance understating and its impacts to schools in Ugunja ....... 38
vii
5.4 Limitations Of The Study........................................................................................ 42
REFERENCES ................................................................................................................ 45
APPENDICES ................................................................................................................. 48
Appendix I ..................................................................................................................... 48
Appendix II ................................................................................................................... 50
viii
LIST OF TABLES
ix
ABBREVIATIONS AND ACRONYMS
UGJA Ugunja
DIST District
x
ABSTRACT
xi
CHAPTER ONE
INTRODUCTION
In Kenya, Education and training have continued to be given a very high priority in the
country’s National Development Plans in order to educate and prepare enough people to
fill middle and high level positions in the private and public sectors of the economy.
Since independence in 1963, there has been rapid expansion of education (Appleton et
al., 1999). Student enrolment in secondary schools has increased rapidly with much of the
expansion a result of the establishment of community schools. With this expansion has
policy makers have emphasized that developing countries need to invest more in
education and ensure that systems of education are efficiently managed and that limited
funds allocated to the sector have maximum impact (Republic of Kenya, 1996, 1997;
Inter-Agency Commission, 1990; Unesco, 1996; World Bank, 1988). It is often asserted
that children’s future, and with it the development of the Nation State, depend, to a large
extent, on the education system and the skill and dedication of its teachers. Perraton
(2000) reminds us that good education demands good teachers and yet in many countries
(particularly the developing countries) teachers remain poorly educated, poorly paid and
all too often poorly regarded. As moves for greater accountability and quality delivery
gain momentum in the public and private sectors, attempts to assess the performance of
1
teachers in a number of different countries have been made. Kenyan teachers have not
Traditionally in Kenya and other developing countries, unsystematic appraisal has long
flourished (covertly and unfairly) based on impulse, prejudice and incorrect or inadequate
data. Wanzare (2002) also observes that: teacher evaluation as practiced in many third
world countries, Kenya included, has numerous shortcomings and dubious effectiveness.
Within the framework of imposed and intentional changes that have taken place in
performance are viewed by educators as logical and essential for accountability, quality
improvement and best practice. These views are in accord with Hattie and Clinton (2001)
who argue that “the major advantage of assessing teachers is the demonstration that the
profession can identify value and reward the very best”. With the current number of
teachers (primary and secondary) totaling over 244,947, the wage bill takes more than 80
per cent of Education Ministry’s recurrent budget, leaving less than 20 per cent for school
text books and equipment. Following a nationwide strike by teachers in October 1997,
the annual wage bill rose from the previous Kenya shilling (Ksh.) 32 billion to Ksh. 37
billion out of the Ministry of Education’s total recurrent expenditure of Ksh. 46 billion
(Aduda, 2000). It is argued in this paper that insulating the public sector from
funding is involved. Of late, there have been many reforms in Kenya’s school system.
The reforms have mainly aimed at providing quality education (Sessional paper, 1999).
2
Kenya. The government, parents, non-governmental organizations and donors recognize
that although major strides have been made in education, there are serious shortcomings
in the education system (Abagi and Odipo, 1997). There is a burgeoning national debate
on the quality of teaching and learning and a feeling that a more effective teacher
appraisal programme would lead to this quality. International research reveals that
teaching, the effective management of schools, the quality of education provided for the
demands for accountability. For example, Ingvarson and Chadbourne (1994) put it rather
well.
The most important purpose of a school is to provide children with equal and enhanced
opportunities for learning; the most important resource a school has for achieving that
purpose is the knowledge and skills of its teachers; and the most important strategy for
established in countries such as Britain, the USA, Australia and New Zealand, it has only
recently become a significant issue in Kenya. Over the years, teacher appraisal in Kenyan
secondary schools has been mainly inspectorial, achieved through occasional inspection
of schools and teachers by school inspectors. However, the Head Teachers (Principals)
and heads of academic departments are increasingly playing leading roles in the appraisal
of teachers.
3
1.1.1 The Concept of Performance Appraisal
The term “appraisal” as defined by Decenzo and Stephen (2005) is a formal method
employed in the evaluation, and analysis of given tasks with a major aim of rewarding,
evaluates the quality of a worker’s performance as noted by Austin and Villanova (1992).
To them an appraisal should not be viewed as an end in itself, but rather as an important
Before defining performance appraisal one has to know what Performance management
corporate core values; enabling expectations to be defined and agreed in terms of role
behaviors (expected to be); providing opportunities for individuals to identify their own
4
1.1.2 Performance Appraisal Practices
arguably the most continuous and least popular among those who are involved in it.
Managers do not seem to like doing it; employees see no point in it, and human resource
stand by and watch their work fall into disrepute. However, despite the poor record of
recommends that there should be some means by which performance can be measured,
monitored and controlled (Barlow, 1989). In recent times, there has been a growing
concern for better teacher performance in the secondary schools of Ugunja District. The
reasons for this concern are not farfetched. First of all, secondary schools in the District
are fast deteriorating in almost all facets: goals and objectives are not being achieved; and
most schools are recording mass failure by students in examinations. There could be
several factors contributing to this phenomenon. Thus, there was need to establish if the
schools of Ugunja District. In this chapter, the researcher presents the study background,
problem statement, purpose, specific objectives, research questions, scope and the
Goal-setting theory is one of the most popular theories in use among I/O Psychologists
due to wide support provided by extensive empirical research and its relative simplicity
as compared to other theories (Locke & Latham, 2002; PSU, 2012). According to Locke
5
and Latham (2002) using techniques such as correlation, experimental and quasi-
experimental design, a plethora of research studies have been conducted over 40 years
using close to 40,000 participants in eight countries, over time periods varying from one
minute to 25 years (PSU, 2012). Smith and Hitt (2005) in their book, Great Minds in
Management, reinforced the popularity of this theory with their reference to a 2003
seventy-three management theories, validating the claim that goal setting has had
tremendous research and practitioner support (PSU, 2012). This yielded data to support
groups, organizational units, and entire organizations (PSU, 2012). According to Latham
(2004) goal setting has been found to inspire individuals and is a critical key to self-
management. In many cases, goal setting creates an alternative purpose for work and
provides the challenge that enables individuals to overcome even the most physically
exhausting tasks (Latham, 2004). Whether a goal requires cognitive or physical exertion,
perhaps even both, studies have shown that the greatest amount of effort is applied to
those that are considered more challenging (Latham, 2004). From a psychological
standpoint, a sense of pride develops from an individual's improved self interest; which
may lead to better jobs and increased pay over time (Latham, 2004). When making the
commitment to set a goal and focus on its accomplishment within a specified period of
time, attention is often diverted away from activities that are considered goal-irrelevant.
For this reason, people are often motivated to utilize or discover the knowledge necessary
6
When two separate goals are set at the same time, exerting too much focus on one may
make it difficult to achieve the other (Latham, 2004). For example, if someone sets
quantity and quality goals simultaneously; trying too hard for quantity may cause quality
to be neglected (Latham, 2004). However, this can be fixed by prioritizing separate goals
or finding a balance between goals directly dealing with each other. It is more important
to have well thought out goals than to have too many and not be able to follow through
on any one goal (Gergen & Vanourek, 2009).Another limitation deals with goals and
risks. When attention is focused too narrowly on a goal, intentional bias can occur. This
was demonstrated in a study Simons and Chabris. In the study, subjects were asked to
measure the number of passes in a basketball game. People became so focused on their
task that they didn't notice a man in a gorilla suit on the course. Concentrating too much
on a specific task or goal can cause you to miss a major aspect of your environment
(Simons & Chabris, 1999). Improper management techniques, or the presence of inequity
in the workplace (e.g., underpayment), can subvert the effectiveness of the goal setting
theory. Also, not accounting for an individual’s subconscious actions also provides
weaknesses to the goal setting theory (Locke & Latham, 1979, p. 80). This approach also
does not account for actions motivated by the subconscious; as the goal-setting theory
individual can do something without being aware of what is motivating them. Finally,
goal-setting theory focuses on how goals are related to job performance, but does not take
into account the "why", and does not account for why setting goals is linked to
7
1.1.4 Secondary Schools in Ugunja-Kenya
Ugunja district is located in Siaya County in western Kenya region. There are xxxx
public secondary schools in the district with xxx teachers. The performance of the district
has his been good due motivational, high dropout rates, teacher management practices.
There is no national school in Ugunja yet the district has top old schools such as Ambira,
Rangala girls. Most of the school are day public secondary while a few are boarding.
Employee performance appraisal, whereby a superior evaluates and judges the work
performance appraisal system and over 75 percent of state employment systems require
annual performance appraisal (Locker & Teel, 1988; Murphy & Cleveland, 1991;
Seldon,Ingraham & Jacobson, 2001). The widespread use of performance appraisal can
be attributed to the belief by many managers and human resource professionals that
performance appraisal system can provide the organization, the manager, and the
employee with a plethora of benefits (Cascio, 1987; Coens & Jenkins, 2000).In spite of
its widespread use, or perhaps because of it, the practice of formal performance appraisal
8
one of the most widely researched areas in industrial/organizational psychology (Murphy
Researchers have developed and practitioners have implemented various changes to the
the accuracy and perceived fairness of the process (Banks & Murphy, 1985). However, in
spite of the attention and resources applied to the practice and dissatisfaction with the
process still abounds and systems are often viewed by employees as inaccurate and unfair
(Church, 1985). The following basic research questions: 1. what are the major problems
appraisal in schools?
Kenya.
This study will to add more values to the various offices in the education sector as it is
discussed, first TSC sub county Office, the study will benefit the TSC office as they will
actually know the pest promotion strategies on the teachers and effective teacher
come up with modern and best practices in the appraisal of teachers in relation to
Thirdly, Head teachers /Principals, the study information will help head teacher on some
of the best practice in teacher appraisal such as Rating scales, summative appraisal,
Fourthly, Teachers, the teachers will benefit as they have in the past been subjected to
unfair appraisal practice hence they will motivate when the report is fully adopted and
lastly, academicians who will find these documents vital in theory building in best
10
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter presents the review of literature relating to the variables under investigation.
different time. Therefore, some theories of those scholars have been discussed as follows.
According to Longenecker, (1997) performance appraisal is two rather simple words that
often arouse a raft of strong reactions, emotions, and opinions, when brought together in
throughout the world regardless of whether they are large or small, public or private,
different tools and have a number of goals for performance appraisals, often resulting in
some confusion as to the true purpose of performance appraisal systems. However, at its
core, the performance appraisal process allows an organization to measure and evaluate
(Wiese and Buckley, 1998). Yong (1996) defines performance appraisal as “an
evaluation and grading exercise undertaken by an organization on all its employees either
periodically or annually, on the outcomes of performance based on the job content, job
in most organizations is formal, structured, and required. The process is generally defined
to include an interview between the rater and the ratee as well as performance
documentation required by the formal evaluation system. One descriptor left out of most
Lewis (1993) suggest that performance appraisals typically engender the same degree of
The performance appraisal process is one of the human resource activities in government
and private organizations of Ethiopia. The practice and process of the performance
appraisal in any government employees under Federal Civil Service is according to the
proclamation No. 262/2002 declared in chapter four, stating that the federal civil servants
discharge their duties in accordance with the expected level quality standard time; (b)-
identify their strengths and weaknesses: (c) improve their “future performances and
carried out with the collective participation of-civil servants working together. (3)
Performance evaluation shall be carried out in accordance with, directives issued by the
Commission. This proclamation works only for AAU employees‟ performance appraisal
while the performance appraisal of employees in the SUC is accordance of labor law of
Ministry of Lobar and Social Affairs, proclamation No. 377/96. Who is the only legal
body to arbitrate cases/dispute between the employer and employee when arise. In
12
addition SUC employees do not have trade union to deal with the cases arising from the
employment relationship.
There are many appraisal methods and instruments that can be used for appraising
employee’s work performance such as: Rating scales: Graphic rating scales focus on
characteristics that relate to the specific job. The appraiser rates the employee in terms of
a number of defined work or personal qualities by placing a tick somewhere along a line
from the highest to the lowest score. A non-graphic rating scale is more valid than a
graphic scale. The employee is ranked in terms of a brief description relating to each
Comparative methods: Ranking: This is the simplest appraisal method. The appraiser
ranks employees according to merit (from best to worst). Ranking is usually embedded
number of employees are involved. The final ranking of each individual employee is
determined by the number of times he/she is judged to be better than other employees.
describe distribution. The categories are chosen from a certain percentage of workers
worker is compared with every other worker in a selected group. The number of times
based on the number of times an employee is rated higher than his/ her peers. Critical
incident.
13
This technique focuses on the continuous recording of job behavior to reflect
usually describing the strengths and weaknesses of the employees. Essay method: This
method requires a written report to evaluate the strengths or the weaknesses of the
workers. It's also a time-consuming method that depends on the rater's writing skills and
Management by Objectives (MBO): This method that has been mentioned before is a
motivation driving skills. It provides a goal-setting phase, based on the formation of long-
Casio (1995: 38) states that the fundamental requirements for any rater are that an
period of time. nce the performance appraisal method has been developed, the next step
is to determine who will perform the assessment function ,and where to get the feedback
from. There are five parties who can do the appraising which include Self-appraisal,
Supervisor’s appraisal, Subordinate’s appraisal, Peer appraisal and Persons outside the
strong reasons to believe that the employee himself is in the best position to observe and
evaluate his/her own methods of work and outcomes (Cummings & Schwab, 1973). It
gives a chance for the employee to look at his/her strengths and weaknesses, the
achievements, and judge his/her own performance. Cascio (1995: 291) believes that the
14
opportunity to participate in the performance management process, particularly if
appraisals are combined with goal setting and the chance to add value to the organization,
improves the employee’s motivation and reduces defensiveness during the evaluation
interview. However, self-appraisals tend to be more lenient and more biased, and are
probably more appropriate for counseling and development than for employment
responsibilities and the actual performance is rated by the supervisor, because the
supervisor is the person who most familiar with the subordinate's performance and also is
in the best position to observe the employee’s behavior and his/her performance.
capabilities such as communication and motivational skills. Subordinates know how well
a supervisor delegates, organizes and plans. The information for subordinate's appraisal
can provide a sense of morale within the unit and is an indicator of the respect the staff
has for the supervisor. Subordinates’ ratings can assist management in identifying
individuals who are promotable because of their skills in managing people (Latham &
Wexley, 1943). Peer appraisal: Peers' feedback can help to assess employees’ abilities to
work in a team, be co-operative and sensitive towards others. The judgment of peers can
to Latham and Wexley (1943), the high reliability of peer appraisals is a function of at
least two factors. First, reliability is affected positively by the daily interaction among
(p. 24).
15
2.4 Performance Appraisal Practices
An important focus of higher education in the 1990’s has been the quality of teaching.
This was partly due to demands from both employers and from government stating that
graduates were deficient in communication and interpersonal skills and they lacked
vision and commitment (Musoke, 2003). For instance, Namubiru (2003) in her study
about appraisal systems used and improved teacher performance in the secondary schools
of Mukono District in Uganda found out that there was a significant correlation between
the results of the appraisal system and the teachers’ classroom content delivery.
Busigye (2006) on the other hand found that high quality teaching in schools would only
be achieved when head teachers and heads of departments appraised their teachers on a
regular basis to identify teacher weaknesses. Tumusiime (2000) agrees with Busingye
(2006) who found out that appraisal systems have helped head teachers identify teacher
these head teachers have endeavored to organize seminars and workshops aimed at
helping teachers learn new teaching techniques geared towards improving the quality of
Graig and others (2003) also pointed out that performance appraisal for a teacher is a
continuous process that takes place in a three year cycle. It consists of two types of
appraisal: the formative and summative appraisal. Formative appraisal involves the
process of gathering performance data, analyzing it and using the results to improve
teaching. Summative appraisal on the other hand is the process of using performance
established by the school divisions to improve teaching. Strange (1991) and Timperley
16
(1998) stressed that there are varieties of views in the literature as to whether a
performance appraisal practices should serve both formative and summative functions.
They suggested that both formative and summative purposes are acceptable but should
not be used together in a single system. Kamwine (2004) found out that teachers seem
generally to appreciate the opportunity to reflect on their professional role on one to one
basis with another colleague. He further pointed out those academicians, as professionals
were willing to seek feedback from those, they respected to attempt to learn new skills
and improve their performance. Smith (1993) agrees with Kamwine (2004) who found
out that most effective teachers have learnt from their successes and failures and have
Nakimera (2001) studied the effect of appraisal systems on the quality of teaching and
found out that there was no significant relationship between appraisal systems used in
schools and the quality of teaching sighting inadequate instructional materials and
Mukono District. In addition, Gillen (1996) observed that feedback from performance
appraisal can be most beneficial to people at work where it is regular and timely because
this helps the employees to set the linkage between their efforts and results and later be
able to take corrective actions. Therefore, to contribute to the closure of such gaps this
study considered the appraisal practices as a factor for influencing the quality of teaching
17
2.5 Appraisal Practices and the Involvement of Teachers in Schools
Appraisal practices can measure a variety of things. They are sometimes designed to
activities. In regards to this study, different researchers have linked the appraisal practices
found out that confidential reports were the commonly used methods of appraisal practice
administration. However, Musoke (2003) did not put into perspective other appraisal
practices like; appraisal interviews, management by objective and graphic rating scale
which are also effective in determining the effectiveness of the educational system.
Although, Musoke (2003) observed that confidential reports were the commonly used
appraisal practices in schools, Kakande (2004) found out that for an appraisal system to
be declared useful and valid in a school setting, first and foremost it should be able to
These aspects include the teachers’ regularly participating in staff meetings, the teachers
participating in counseling and guidance of students and peers and also the teachers
ensuring a democratic students’ leadership through regular, free and fair elections among
others. Kakande (2004) is in agreement with Cardy (2003) who found out that
relation to the objectives, activities, outputs and targets of the job over a specific period
of time. However, in regards to a school setting, the appraisal exercise should be aimed at
18
helping teachers to grow professionally by enabling them express their concerns, realize
In addition, since Cardy (2003) stressed that appraisal practices helps teachers to grow
professionally is in line with Onzoma (2002) who found out that positive feedback from
the performance appraisals had the strongest and most consistent effect on the teachers’
facilitative, supportive and collaborative. Rao and Narayana (1997) pointed out that when
properly conducted, performance appraisals do not only let the employee know how well
they are performing but also influences the employee future level of effort, activities,
However, Okello (1997) does not agree with Onzoma (2002) were he stresses that there
was no significance correlation between the appraisal practices used and the employees’
system is hardly given as well as a high degree of confidentiality is not exhibited in the
process. Ssenabulya (2006) agrees with Okello (1997) who also did not find a significant
19
2.6 Process of the Performance Appraisal Systems and Its Influence on
the System
organization identify three major things: performance standards, core competences, and
performance from the performance appraisal is vital in making future improvements. The
benchmarked against the best in the world and touched on key areas like performance
indicators, medium-term plans and performance targets. These performance targets are
set at the beginning of the year and agreed upon by all the ratees (Open Threat, 2008).
Apart from performance monitoring, the annual performance appraisals also help in
determining how every employee fits into the organizational development and efficiency
in performing all the assigned tasks and responsibilities. It also helps in determining the
training needs of the employees in planning future job schedules (Longenecker, 1997).
optimizes the employees' work performance. Individual performance goals that are
consistent with organizational goals provide guidelines to the employee on how their
effort can lead to organizational improvement. Boice and Kleiner (1997) point out that
20
individual objectives are then formulated which must be consistent with the
organizational objectives. All employees involved in the performance rating process must
employees will make them understand organizational goals, what is expected of them and
what they will expect for achieving their performance goals. In order to develop an
effective PAS, the individuals who are involved as raters should undergo training (Goff
& Longenecker, 1990). They should be trained on the process of managing, motivating
and evaluating employee performance. The system should not be seen as a simple ''quick
fix'' solution. The raters should see it within its wider context of performance
management (Boice & Kleiner, 1997). Coaching and counseling, setting performance
standards, linking the system to pay, and how to provide employee feedback. The training
will equip ratees with expertise and knowledge that they need in making decisions in the
According to Boice and Kleiner (1997) there is need to eliminate selective memory by
the raters. This can be eliminated by performing the reviews on a frequent and ongoing
basis. The frequent reviews will also remove the surprises experienced during annual
reviews. These periods of review can be bi-monthly or quarterly. PAS should also link
performance with reward increases the levels of performance. Such schemes have been
used in both public and private sectors (Armstrong & Brown, 2005). Linking employees
with reward motivates employees and commits them to the appraisal process. It will also
show the employees that the completion of the performance targets and objectives will
affect them directly (Prowse & Prowse, 2009). In order to have an effective system,
21
ratees should be given room to appeal against a rating that they feel is incorrect. The
appeals may be against any rating that may be perceived to be discriminatory. The
appeals would protect the employees from any unfair ratings. It could also protect the
organization from any potential charges of unfair treatment of employees and assure that
the raters will not be biased in their evaluations because their appraisals will also be
reviewed by
According to Prowse and Prowse (2009), the dilemma of a performance appraisal process
has always been developing performance measures. Henderson (1984) says that a good
PAS should be based on measuring employee's contribution to the job as opposed to the
employee performance is not an easy task. Such systems must be tailor-made to match
evaluations which are subjective to human judgments. Personal factors and prejudices are
likely to influence the ratings (Cleveland and Murphy, 1992). On the other hand, errors
based on age, gender or race can influence the rater’s evaluations. Sometimes raters can
be too harsh or too lenient on the ratee and this affects the accuracy of evaluations.
Interpersonal factors are those factors that relate to the kind of treatment the appraisee
receives in the hands of the appraiser (Thurston & McNall, 2010). According to
Greenberg (1993), interpersonal factors are important in the PAS as they influence the
outcome of the interactions. The quality of these interactions during the process also
contributes to fairness perceptions in the whole process. During the rating period, the
22
raters should value the ratees and treat them with dignity and fairness. There should be an
environment of trust in the raters. They should also be supportive of their ratees. The
absence of such a trust may make the ratees to be dissatisfied with the PAS thereby
In a performance appraisal process, employee attitudes toward the system are strongly
linked to satisfaction with the system. According to Boswell and Boudreau (2000),
perceptions of fairness of the system are an important aspect that contributes to its
important as they can determine its effectiveness (McDawall & Fletcher, 2004). If the
PAS is seen and believed to be biased, irrelevant or political, that may be a source of
dissatisfaction with the system. Employee reaction to the PAS is a critical aspect of the
unfairness and inequality in the ratings may lead to the failure of the system (Cardy &
Dobbins, 1994; Murphy & Cleveland, 1995). The criteria that must be met in order to
make the system be perceived by ratees to be fair include having a formal system of
appraisal, ratees must have a very high degree of job knowledge, the ratees must have an
must be relevant, and having action plans to deal with any weaknesses. The
Cleveland, 1995; Landy et al, 1978). It's not only the ratees' attitudes towards the PAS
that is critical. Even the attitudes of the raters are also critical to the system (Brown et al,
23
2010). The attitudes and approach the raters to the process have been shown to influence
the quality of the appraisals. Some raters have indicated that they are reluctant to conduct
the appraisals saying that they hated conducting appraisals, ''second only to firing
employees''.
24
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 introduction
Chapter three looked at the research design and methodology, the study population and
data collected procedures and sampling techniques and eventually how the data from the
Descriptive survey design was used in conducting this research. Descriptive design is not
restricted to fact findings, but may often result in the formulation of important principles
of knowledge and solution to significant problems. It is more than just collection of data
data.
Descriptive survey was chosen because it is a method that helps in collecting information
2003). Orodho & Kombo (2002) clarify that the method can be used when collecting
information about people’s attitudes, opinions, habits or any of the variety of education or
social issues. This method is also chosen because as Cohen, Manion & Morizon, (2000)
put it; it is appropriate for educational fact-finding and yields a great deal of information,
which is accurate. It also enabled the researcher to gather data at a particular point in time
and use it to describe the nature of the existing conditions. Last the design was suitable
25
3.3 Study Population
Study population sample was all the twenty public secondary schools using School
Administration Officers’ and Education Management staff in Ugunja District which was
included because they likely to be conversant with their records and how they could
benefit from the study. This study was done by a census study
The data was collected by means of questionnaire (Appendix 2) which was administered
by the respondents using the “drop and pick later” method. The respondents were
school administrators, and teachers who are believed to have the knowledge required for
the study. The questionnaire was divided in three Sections. Section A captured
demographic data of the respondent and those of the organizations themselves. Section B
Quantitative data was analyzed using descriptive statistics such as frequencies, means and
percentages (Kombo & Tromp, 2006). Responses to the open-ended questions formed the
qualitative data that was organized, categorized and reported in emergent theme and data
26
CHAPTER FOUR
4.1 Introduction
This chapter presents an analysis and findings of the study. Out of the 20 respondents
targeted in the study 19 completed questionnaires, representing 98% response rate .The
findings. This was in line with Mugenda and Mugenda (1999) who observed that a
Data is presented and analyzed according to gender, age bracket, academic qualifications,
Male Female
78.95% 21.05%
From Table 4.1 it is clear that majority of the respondents were males 78.95 % while
The age composition of the total sample was as shown in Table 4.2 more or less
expected. Youngest respondents were in the age bracket of 21-30 represented by 21.05%
similar to respondents aged above fifty years accounting for 21.05%. Respondents aged
31-40 constituted 10.53%, majority of the respondents were between 41-51 years at
47.37%.
Number of
Level of Education Percentage
respondent
0
P1 0.00%
6
Diploma 31.58%
28
Bachelors 10
52.63%
Degree
Masters 3
15.79%
Degree
Responses were asked to indicate their highest level of education. The results are results
are summarized in table 4.4.As shown in the table majority (52.63%) of the respondents
have a bachelor’s degree .This is followed by those how have a diploma (31.58%) and
Responses were received from various respondents to in relation their years of work
experience those with least work experience were 6-10 years and 11-15 years both at
5.26% .Those with less than five years were at 10.53%. The respondents with 16-20
years’ work experience were represented at 36.84% while the highest were at 42.11%.
29
Table 4.5 Means and standard deviation of ratings of appraisal practices
Means and standard deviation for indicators of performance appraised practices by public
secondary schools in Ugunja Distrusts are presented in the table 4.5 .As observable in the
table the most popular practices are popular practices are creation of
appraisals process” each with a mean of score of 3.70 out of a possible maximum of
“The appraisal is tailored to specific teacher duties” response of mean 3.3684.the other
respondents receive disagreement at various levels statement number three “All school
statement ten “Staff is promoted to higher positions according excellent performance “at
mean of 2.4737.
The survey data also covered the interview questions from the respondents in the section
31
No Question Responses
performance: the work targets are achieved in time by the appraise .#12
stated that appraisal should focus on evaluating the
strengthens and weakness of the teachers’ teaching
processing during a certain period of time. Administration
of staff appraisals is to improve service delivery of the
service delivery according to respondents no
#14.Gradinmoing of teachers in terms of delivery is to find
the competence level as suggested by respondent no
#15.syllsubsis coverage and mean score for the subjects is
used to measure the performance as suggested by no#
1.tThe administrators need to use discussion and
evaluations for measure of effectiveness and efficiency of
at work as suggested by respondents # 17.eastablishing the
performance of the teacher in a given area in a specials
time as indicated by respondent #5.Countinous assessment
of staff in terms of the output and it’s also assist in the
evaluation of the teaching program from the teachers point
of view as indicated by respondent no#3. The
respondent no#7 indicated that performance appraisal is a
way of determining the quality of output a staff give to the
organization.
32
The respondents mentioned the following records of work,
4.3.2 Measures in
schemes of work, continuous assessment respondent #8
which also mentioned students exam results and motivation
appraisal is assessments of the staff. Respondent #11 listed the
conducted following testing the student’s exams, supervision of the
work done and availability of the required resources. #12
stated that the performance measurements should focus on
co-curriculum, academic and public relations .The
respondents #13 suggested that the level of delivery, value
added programs and course of action should be checked to
as a measurement method for appraisal of the teachers.
Punctuality, attitude towards the employees job /work and
personal growing are measure of appraisal according to
respondent no#14.the other appraisal measures that can be
commonly been used will include academic performance in
class, social interaction and extra co-curriculum activities
such as music’s as in no#15.Records of works, schemes of
work and continuous assessment are used in respondents
no#1 schools. Consultative meeting and discussion, roll
call monitoring methods, syllabus coverage and completion
by use of class attendant registers, student performance
based of the knowledge impact and guidance of learners
based on the value addition. Responded n as indicated by
respondent #18 by the subject performance in class
teaching, co-curriculum activities achievement in games,
music’s and social personal interaction. Performance
features, characters and teacher innovations are critical in
measurement. Other measures styles can be record keeping
and discipline as indicated by respond no #5.repondet no
#3 stress that performance measurement is conducted
33
because of upward ward mobility, and judgments in
salaries and benefits and for improvements in Current
systems. In-addition to the out of the other respondents
respondent no #7 stresses that meeting deadlines is a major
indicator of the appraisal process.
The most effective Some of the respondents stated that the most effective
measures as a measures of appraisals in include the traditional results,
results of question evaluation. #11 the respondent mention testing a vita way
b above and of measuring the teacher performance. #9 academic
reasons measurement as it’s the core aim of the educational
institution s and it gives the hint on the teacher’s efforts.
The reasons mentioned include they are the most indicating
variables ,#9 also mentioned evaluations is appropriate as
its used to evaluate the teachers work .Values added
progress is a good measurement strategy as suggested by
respondents #13 because of the analysis by columns which
is often used in results analysis. Attitude towards work is
the most effective according to no #14 because it can be
captured by other staff members. Since the systems is
exam based academic performance is readily been used
since its tagged on the exams systems where results are
computed to marks and exams data. A record is an
effective measure as indicated by the respondent no #! As
it shows the coverage of syllabus and details of coverage.
respondents no #17 indicated that consultation between the
appraiser and appraise an enable identification of short fall
,s discussion of charge value for better performance
.subject performance ranking through results obtain by the
34
students after examinations as respondent no #18 the data
assigned to them unlike the others which are assigned.
Performance is subjective as suggested by respondent no
#4 and #5 that it reflects an output of the organization.
Appraisal for improvements on current systems because
measures can be taken immediately and results can be
traced.
35
extended to include it will yield recommendations for promotion, the
teachers who teacher will get the other fridge benefits; there sometime
are positively noticeable certificate awards. It will state the need of staff
training g and professionals’ development. The appraisal
appraised
will act on the motivation of the teachers. Other teachers
get the benefits of be appreciated and recognized at the
work place. It also stimulate the motivational benefits and
encouraged some teachers also get token of hard after the
release of exams results like KCSE, and to some the efforts
are recognized and encouraged to work hard for better
performance. The fatal at time get tokens and gifts for
motivational purposes.
36
necessary tool.
are negatively out of them., some are encourages to work hard, blame
appraised game goes up as some are encouraged ,to take up the
victimization,
37
other schools on their appraisal methods, to strengthen the
process by involving departmental heads in the Appraisal,
Introduction indication of ICT in the appraisal process, the
apprised should involve all the stakeholders including
teachers’ ,parents, stakeholders ,community at large, to
reduce the period of on which the appraisal is conducted
38
CHAPTER FIVE
5.1 Introduction
This chapter summarizes and discusses the findings, draws conclusions relevant to the
research and makes recommendations on the same. Just to recap the study had one
Ugunja District, Kenya. To achieve this, a survey study was conducted using a
questionnaire.
secondary schools in Ugunja District, Kenya. The findings indicate that Majority of the
respondents were males at 78.95 % while females were at 21.05% The age division of
the total sample is more or less expected. Youngest respondents to answer were in the age
respondents who were above fifty years at 20.05%.the youngest respondents were
represented by 10.53% and the majority of the respondents were at 47.37%. Responses
were received from respondents with different educational levels various education
levels, from Primary school to University Master Degree. Most of the respondents have
received as the highest level of education at least university degree to Masters totaling to
15.63% while the rest are of Diploma holders and below constituted 31.58%.The
respondents with bachelor’s degree were the highest at 52.63%, while no respondents had
15 years both at 5.26% .Those with less than five years at (10.53%).The respondents with
16-20 years’ work experience were represented at 36.84% while the highest were at
42.11%.
Majority of the respondents agreed with the statements. The statement no 1 “I am aware
of the appraisal system in my school “ receive response rate of mean 3.7368 with is
disagreement at various levels statement number three “All school managers participate
individual assessment and evaluation” ay mean of 2.3684 while statement ten “ Staff is
5.3 Conclusions
Some of the respondents stated that the most effective measures of appraisal include the
in results evaluation. #11 the respondent mention testing a vita way of measuring the
teacher performance. #9 academic measurement as it’s the core aim of the educational
institution s and it gives the hint on the teacher’s efforts. The reasons mentioned include
the fact that the most indicating variables ,#9 also mentioned evaluations is appropriate as
its used to evaluate the teachers work .Value added progress in performance of teachers
by columns which is often used in results analysis. Attitude towards work is the most
40
effective according to no #14 because it can be captured by other staff members. The
benefits which include it will yield recommendations for promotion, the teacher will get
the other fridge benefits; there sometime noticeable certificate awards. it will state the
need of staff training g and professionals development. The appraisal will act on the
motivation of the teachers. Other teachers get the benefits of be appreciated and
recognized at the work place. It also stimulate the motivational benefits and encouraged
some teachers also get token of hard after the release of exams results like KCSE, and to
some the efforts are recognized and encouraged to work hard for better performance. The
Data retrieve form the questionnaire collected in the survey indicate that Teacher
performance and its understating and its impacts to schools in Ugunja District in the
following ways of service delivery is guide to learner at the schools, it makes pupils as
the subject completes others, increase the regular school attendance and coverage of
producing the good results, increasing the teachers ability to achieve their set objectives
without forgetting the their areas weakness ,increasing the willingness and the ability of
parents and stakeholders to work together to uplift the educational standards, uncountable
the teachers to meet their objective by improving the district performance and nationally,
teachers will improve the efforts of syllabus coverage, regular class attendance ,and in-
service trainings, mean score improvement, increase the quality of the students work by
improving the student quality of work and discover their talents, it will encourage the
teachers to improve on the areas which are not always taken seriously like music’s,
41
drama, games, to encourage achievement or results in time frames, to increase
This study was conducted to in the teacher’s appraisals and its impacts on performance
respond to the questionnaires while others responded late As such there is still room for
teacher performance without target group. Despite the potential contribution of this study,
this study had four limitations. First, the questionnaire was self-constructed instead of
adopting research standard such as SERQUAL and this made analysis difficult and
affected the reliability of the result. Second, convenience data sample was used in this
findings of any empirical investigation. Thirdly, the different locations of authors and
interviewers made supervision impossible and this robbed this study of potential probe
for any useful information. This lack robbed this study of possible compares and insight
with respect future projects, there is need for cooperation between academic bodies and
investigations.
42
5.5 Recommendations
Increase the regular school attendance and coverage of syllabus, increase in the effective
execution of work with little or no supervision by producing the good results, increasing
the teachers ability to achieve their set objectives without forgetting the their areas
weakness, increasing the willingness and the ability of parents and stakeholders to work
together to uplift the educational standards, encourages the teachers to meet their
objective by improving the district performance and nationally, teachers will improve the
efforts of syllabus coverage, regular class attendance ,and in-service trainings, mean
score improvement, increase the quality of the students work by improving the student
quality of work and discover their talents, it will encourage the teachers to improve on the
areas which are not always taken seriously like music’s, drama, games, to encourage
First, the study was conducted in the context of teacher performance appraisal was
conducted in Kenya and a singular region was selected for the study therefore, further
research needs to be carried out across the nation to determine whether the results will
remain the same. Secondly, there is the possibility that the differences in appraisal
techniques could moderate the impact of overall teacher performance and thus research
needs to be carried out on individual schools in Kenya to evaluate fully how each
43
performance. Future studies can further investigate the factors that affect teacher
44
REFERENCES
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Hattie, J.A., Jaeger, R.M. and Bond, L. (1999). Persistent methodological question in
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Ingvarson, L. and Chadbourne, R. (Eds), Valuing Teachers’ Work: New Directions in
Teacher Appraisal, ACER, Melbourne, 11-45.
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Merriam, S.B. (1998). Qualitative Research and Case Study Applications in Education,
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Rosenshine, B. (1970). The stability of teacher effects on student achievement”, Review
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Veldman, D.J. and Brophy, J.E. (1974). Measuring teacher effects on pupil
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Wanzare, Z.O. (2002). Rethinking teacher evaluation in the third world: the case of
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McKenzie, P. (Eds). Teacher Appraisal: Issues and Approaches, ACER, Victoria, 25-
32.
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47
APPENDICES
Appendix I
48
Appendix II
Teacher Performance
Introduction
Dear respondent, this instrument has been designed by the researcher in an attempt to
acquire information related to the implementation and evaluation of the appraisal system
department heads) and any information given will be used for only academic purposes
Instructions: Please tick against the category that best describes you.
a) Male [ ] b) Female [ ]
4. Working experience
[ ]
49
SECTION B: STAFF APPRAISAL
Instructions
Please indicate the extent to which you strongly Agree - SA, Agree – A, Disagree – D, or
Statement
NO STAFF APPRAISAL SA A D SD
50
SECTION C:
Instructions: Please answer the following statements and questions with at most sincerity
1. As an Administrator, what is staff appraisal and what is its role in measuring teacher
performance?
................................................................................................................................................
................................................................................................................................................
………….………………………………………………………………………………..
…………………………………………………………………………………..
3a. Of the three measures of appraisal indicated above, which is the most effective?
…………………….……………………………...…………………………………. ..
……………………………………………………………………………… …………
4a. Which of the above appraisal measures mentioned in question three is weakest?
……………………………………………………………………………………….
4b. why?.............................................................................................................................
……………………………………………………………………………………………
51
5. What kind of benefits are extended to those teachers who are positively
appraised?..............................................................................................................................
................................................................................................................................................
………………………………………………………………………………
6b.why?..................................................................................................................................
................................................................................................................................................
………………………………………………………………………………………………
………………………………………………………………………………………………
8. What are your department’s/ school’s future plans for the appraisal
system?...................................................................................................................................
................................................................................................................................................
………………………………………………………………………………………………
………………………………………………………………
10. What do you think are the important components of teacher performance at Ugunja
District Schools?
………………………………………………………………………………………………
…………………………………………………………………………………………………
52